本研究欲了解國小六年級學生對於數學奠基模組活動融入圓與扇形面積單元之「學習表現」與「學習態度」。研究採用個案研究法，研究者以一個班級的5位學生作為個案學生，並依據學生學習情況，在圓與扇形面積的單元中，希望以數學奠基活動奠定學生的數學概念後，輔以虛擬教具的教材鞏固單元概念的學習，提升學生的「學習表現」與「學習態度」。為達到研究目的，本研究工具為奠基活動學習單、學習回饋單、課堂錄影及後測測驗進行資料分析，探討學生的學習表現與學習態度。研究結果發現個案學生學習狀況如下：一、課堂融入數學奠基模組與虛擬教具有助於提升學生學習表現；二、課堂融入數學奠基模組與虛擬教具有助於提升學生學習態度。透過此發現，希望提供研究者對於探究學童在國小六年級學習圓與扇形面積單元時能有更多面向的參考。

This study aims to investigate sixth-grade elementary school students’ learning performance and learning attitudestoward the integration of a Mathematics Foundation Module into the unit on area of circles and sectors. A case study approach was adopted, involving five students from one class as the case participants. Based on the students’ learning needs, the researcher implemented foundation activities to help establish conceptual understanding, followed by the use of virtual manipulatives to reinforce the unit concepts. The goal was to enhance both students’ learning performance and their attitudes toward mathematics.
To achieve the research objectives, data were collected through foundation activity worksheets, learning feedback forms, classroom video recordings, and post-tests. The collected data were analyzed to explore students' performance and attitudes. The findings revealed the following: (1) Integrating the Mathematics Foundation Module and virtual manipulatives into classroom instruction improved students’ learning performance; (2) Such integration also contributed to more positive learning attitudes. These findings aim to offer valuable insights for researchers and educators exploring diverse approaches to teaching the area of circles and sectors to sixth-grade students.